Appendix 10

Guide for Proper CB 21 Coding of MATH Courses below Transfer-Level

Step 1: Begin with Curriculum for Developmental Mathematics Sequences – those sequences of courses that lead to intermediate algebra. If you have other courses, for example, geometry or specific topical courses meant to be equivalent to the intermediate algebra Fall 2009 graduation requirements, set these aside for the moment.

Step 2: Understanding the Contents of the Rubric - The descriptions in the rubric represent the exit skills or outcomes for the courses indicated. The purpose of this project is to direct coding, not to comprehensively cover all curricular components; the rubric is both simplified and universal, so every course will not fit perfectly on the rubric. There will be nuances in local institutional practices. Therefore, courses should be coded where they mostly fit; realizing they may not fit entirely into a specific level. The goal is to code the courses in order to capture student success and progress in each higher level course prior to transfer.

Because the rubrics are not prescriptive we have not included some mathematical details. This rubric is intended to guide coding based on general curricular outcomes, not as rubrics to grade students or to change curriculum. The rubric does not attempt to include best pedagogical practices (such as strategies or processes), these robust discussion should occur in local departments.

Step 3: The Rubric for Coding Developmental Sequences. The purpose of properly coding these developmental sequences is to promote meaningful ARCC data comparisons among community colleges, whether a college has a two-stage or an eight-stage developmental sequence. Proper coding will contribute to more accurate ARCC data reports about student progress from one level to the next at among the California Community Colleges, presently there is no comparison and the data fail to accurately indicate what levels and progress students are attaining in their mathematical development. Yet we are required to report this data to the legislature, so this process will create more accurate reporting.

Some schools have developmental sequences containing more than (and perhaps many more than) four courses. In such developmental sequences, each level may contain one, two, or more courses. Some have sequences with only 2 or 3 courses. The majority had 4 course sequences. Sample sequences with the suggested coding are below.

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